This study examined the implementation of an intensive reading pedagogy, Reading-to-Learn, in adult literacy classrooms. In this method, the teacher plays a crucial role in carefully selecting relevant topics, genres and texts that are slightly beyond the current reading ability of students, and in designing 'scaffolding moves' that build very deliberate preparation into every level of classroom tasks. This approach had a positive impact for students in terms of achievements in reading and writing, and for teachers in terms of growth in professional knowledge. There were also flow-on implications for day-to-day practice in systematic and principled planning and teaching.
NCVER